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    Grading: Communicative Achievement: A Good Coursebook

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    Bogdan Bezy
    This document provides guidance on using an appropriate tone in writing for different audiences and purposes. It discusses the differences between formal and informal tone and advises writers to be consistent in their tone. It also distinguishes between common writing tasks like essays, letters, reports and proposals. For each type of writing, it provides brief tips on content and style. Finally, it emphasizes the importance of using cohesive devices, varied vocabulary, complex sentences and a mix of sentence lengths to achieve a high grade.

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    Grading: Communicative Achievement: A Good Coursebook

    Uploaded by

    Bogdan Bezy
    41 views5 pages
    This document provides guidance on using an appropriate tone in writing for different audiences and purposes. It discusses the differences between formal and informal tone and advises writers to be consistent in their tone. It also distinguishes between common writing tasks like essays, letters, reports and proposals. For each type of writing, it provides brief tips on content and style. Finally, it emphasizes the importance of using cohesive devices, varied vocabulary, complex sentences and a mix of sentence lengths to achieve a high grade.

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    This document provides guidance on using an appropriate tone in writing for different audiences and purposes. It discusses the differences between formal and informal tone and advises writers to be consistent in their tone. It also distinguishes between common writing tasks like essays, letters, reports and proposals. For each type of writing, it provides brief tips on content and style. Finally, it emphasizes the importance of using cohesive devices, varied vocabulary, complex sentences and a mix of sentence lengths to achieve a high grade.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    41 views5 pages

    Grading: Communicative Achievement: A Good Coursebook

    Uploaded by

    Bogdan Bezy
    This document provides guidance on using an appropriate tone in writing for different audiences and purposes. It discusses the differences between formal and informal tone and advises writers to be consistent in their tone. It also distinguishes between common writing tasks like essays, letters, reports and proposals. For each type of writing, it provides brief tips on content and style. Finally, it emphasizes the importance of using cohesive devices, varied vocabulary, complex sentences and a mix of sentence lengths to achieve a high grade.

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    5.

    Grading: Communicative Achievement


    TONE

    Which is better English:


    1. Wasssssssup?!
    or
    2. Dear Sir or Madam
    Well, it depends who you're talking to! If your task is to write a
    report for your 'serious' organisation you should use a formal
    tone. If you're writing a magazine article for teenagers you can
    be more informal.
    This is a HUGE topic and there's not enough space to go into it
    in detail here. I'll list a few external resources that might help,
    but a good coursebook will give you lots of guidance.
    The main tip is to be consistent - students often write a report
    that is 95% formal, and then throw in some exclamation points,
    slang, contractions, and informal vocabulary. That's bad! It
    suggest you don't have control over your tone.
    Learn more about formal vs informal English:
     on the Antimoon website (run by two Polish students who
    mastered English)
     on the EngVid site
     from the BBC
    TASK TYPES
    You should invest some time making sure you know the
    difference between a letter and an essay, and between a report
    and a proposal. Here are a few quick tips:
    Essay

    You need to give your opinion in an interesting way. CAE


    essays are often academic in tone, so practice of formal writing
    will be helpful.
    Letter/email

    Write an email with the same opening/closing as a letter. In


    these you write about your personal experiences. Your writing
    will have a purpose, like responding to a newspaper article you
    don't agree with.
    Report/Proposal

    Use headings for each paragraph. The task will tell you some of
    the content you need to include and you'll be able to use your
    imagination to add some more ideas. You may be asked to
    evaluate if some goal has been achieved and/or to suggest
    alternative courses of action. A proposal will have more scope
    for making suggestions and more need for polite persuasive
    language.

    6. Grading: Organisation
    Cambridge love linking words and cohesive devices. These are
    bits of text like 'firstly', 'whereas', 'in addition', 'however', and so
    on. Properly used, they will make your writing flow and make
    your text easier to read. You can't do well in CAE without using
    these phrases.
    Here's a page with some ideas about cohesive devices - try to include them in
    your writing. Here's another one with tips for the IELTS exam.

    BACK TO TOP

    7. Grading: Language
    Organising a text, using linking words, and getting all the
    content points is a great start, but for a high grade you'll need to
    use advanced vocabulary and more difficult sentence structures.
    In the planning stage of the exam think about which high-level
    words you know for that topic and think in which paragraph you
    can use them. For example, if the topic is about transport you
    might use phrases like 'mass transit system', 'to commute',
    'congestion,' and 'pressed for time'.
    Then you need to use a variety of structures - passives,
    inversions, cleft sentences, questions, sentences with semi-
    colons. The more variety the better!
    Also a variety of sentence lengths. This picture explains what I
    mean:

    So instead of writing like this:


    A lot of politicians say they will improve bus and train services.
    Having trains is good for people who have to go to work. It
    means they don't have to take the car to work. It is probably
    faster. If everyone takes a train to work there won't be any traffic
    jams.
    You can produce this:
    Why do progressive politicians pledge to provide mass transit
    systems in their cities? The answer is clear: Not only do pressed-
    for-time commuters benefit, but there is also less pollution.
    Let congestion be a thing of the past; let flowers bloom next to
    every tram stop.
    In those three sentences there is one question; one colon; one
    semi-colon; one 'not only but also'; one imperative. Not bad,
    right? You can write like this if you practice and if you're not
    afraid to make some mistakes along the way.

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